The social impact of distance learning in Roman schools: "Success," social innovation, teaching practices.

Faced with the national emergency linked to the spread of COVID-19 in Italy, digital technologies have made it possible to carry out the ordinary activities of the various educational agencies through the main tool of Distance Learning (DaD). The intensive use of information and communication technologies (ICT) and the guarantee of accessibility represent an enabling prerogative for current education systems, enriching training in a variety of ways and opportunities which must be accessible to all. ICTs take on a propulsive function for change in schools because they make it possible to affect the school setting, to transform the learning environment by redesigning space, reorganizing time, modifying communication and socialization processes, encouraging, in students, the development of key competencies in digital literacy and media education. Considering the context of a school transformed and renewed by the teaching and training potential of ICT, it becomes central to reconstruct the requests and needs developed by the practitioners of educational policies to cope with the reorganization of teaching methods and times at the time of DaD. Starting from these premises, the paper focuses attention on the social impact (Stern, 2016) of DaD to evaluate: the extent and intensity of the methodological-didactic innovation required of teachers for the organization and conducting remote lessons; the increase-in students-of transversal and digital literacy skills (team working, problem solving, etc.) potentially associated with the use of ICTs; the involvement and collaboration of families in the process of assessing and verifying learning. The reflection is part of a broader research project by the University of Sapienza University of Rome entitled "The social impact assessment of DaD after COVID-19"; a 3 year evaluation research addressed to a typological sample of upper secondary schools in Rome classified on the basis of the Infrastructure and Equipment indicator of the Rav and the social effect of the school (school effect) on the academic performance of students in the tests Invalsi. The evaluation aimed to identify-from the DaD experience-indications useful in re-designing the school's intervention strategy in the phases following the pandemic; for this reason it adopted an analysis perspective that valorized the positive and most successful aspects in the testimonies of the teachers and students involved in the first phase of the research (conducted in May-June 2021). Within the framework of the Positive Thinking Evaluation, the empirical evidence-collected through the administration/conduction of semi-structured interviews, focus groups, online ethnographic observation of the lessons in DaD-will allow us to reflect on some dimensions of success and of particular social innovation for the teachers' teaching practices and the students' learning processes in DaD. In the Positive Thinking Evaluation, success is a positive effect (not just a "good practice"), even an unexpected one, of an activity that has produced a positive change in the context of program implementation.

Comunicar la Historia de la Enfermería en la universidad: motivación innovadora y co-creación / Communicating the History of Nursing at University: Innovative Motivation and Co-Creation

Objetivo principal: Conocer el desarrollo de las prácticas innovadoras educativas en la docencia de Historia de la Enfermería en el Grado de Enfermería de España, caracterizando los entornos docentes e identificando las necesidades para su potenciación. Metodología: Estudio descriptivo transversal de alcance exploratorio, con encuesta que se aplicó a docentes de esta materia de universidades españolas, tanto públicas como privadas o concertadas. Resultados principales: Se observa variabilidad de perfiles de profesorado, de horas de impartición y de competencias y metodologías docentes. Si bien las metodologías activas son utilizadas por la mayoría de los encuestados, se aprecia la falta de procesos innovadores. Conclusión principal: Es mayor la motivación del profesorado hacia la comunicación de la Historia de la Enfermería de una manera innovadora que el nivel de desarrollo alcanzado hasta ahora en las tecnologías empleadas, identificándose por tanto un importante margen de mejora de cara al futuro. (AU)

Objective: To know the development of innovative educational practices in the teaching of Nursing History in the Nursing degree in Spain, characterizing the teaching environments and identifying the needs for their empowerment. Methods: Cross-sectional descriptive study with an exploratory scope, with a survey that was applied to teachers of this subject at Spanish universities, both public and private or concerted. Results: Variability in teacher profiles, teaching hours, and teaching skills and methodologies is observed. Although active methodologies are used by the majority of respondents, there is a lack of innovative processes. Conclusions: The motivation of the teaching staff towards the communication of the History of Nursing in an innovative way is greater than the level of development reached so far in the technologies used, thus identifying an important margin for improvement for the future. (AU)

Comunicar la Historia de la Enfermería en la universidad: motivación innovadora y co-creación / Communicating the History of Nursing at University: Innovative Motivation and Co-Creation

Objetivo principal: Conocer el desarrollo de las prácticas innovadoras educativas en la docencia de Historia de la Enfermería en el Grado de Enfermería de España, caracterizando los entornos docentes e identificando las necesidades para su potenciación. Metodología: Estudio descriptivo transversal de alcance exploratorio, con encuesta que se aplicó a docentes de esta materia de universidades españolas, tanto públicas como privadas o concertadas. Resultados principales: Se observa variabilidad de perfiles de profesorado, de horas de impartición y de competencias y metodologías docentes. Si bien las metodologías activas son utilizadas por la mayoría de los encuestados, se aprecia la falta de procesos innovadores. Conclusión principal: Es mayor la motivación del profesorado hacia la comunicación de la Historia de la Enfermería de una manera innovadora que el nivel de desarrollo alcanzado hasta ahora en las tecnologías empleadas, identificándose por tanto un importante margen de mejora de cara al futuro (Au)

Objective: To know the development of innovative educational practices in the teaching of Nursing History in the Nursing degree in Spain, characterizing the teaching environments and identifying the needs for their empowerment. Methods: Cross-sectional descriptive study with an exploratory scope, with a survey that was applied to teachers of this subject at Spanish universities, both public and private or concerted. Results: Variability in teacher profiles, teaching hours, and teaching skills and methodologies is observed. Although active methodologies are used by the majority of respondents, there is a lack of innovative processes. Conclusions: The motivation of the teaching staff towards the communication of the History of Nursing in an innovative way is greater than the level of development reached so far in the technologies used, thus identifying an important margin for improvement for the future (AU)

NANO-MOOCs to train university professors in digital competences.

Rapid changes in technology force Higher Education Institutions (HEIs) to generate policies and permanent digital adaptations in their exercise of forming professionals through university professors. HEIs -in their permanent desire to qualify teaching faculty and graduate high-level professionals-develop continuous training events to strengthen and update techno-pedagogical skills that allow giving concrete responses to the needs of a globalized society during a human-educational crisis that arises from the COVID-19 pandemic. This study aims at analyzing whether nano-MOOCs improve digital teaching competences in university professors since in the scientific literature, this topic does not show with certainty the effectiveness of these types of courses in teacher training. By conducting a quantitative descriptive-inferential, comparative quasi-experimental research (pre-test and post-test) and with a sample made up of 297 faculty members from Universidad Técnica del Norte (UTN, Ibarra-Ecuador) belonging to the five academic units that compose it, it was identified that the teaching staff has limitations in two of the areas of competence that are articulated by INTEF Common Framework: creation of digital content and security; nevertheless, they did show optimal skills in the areas of information and information literacy, communication and collaboration, and problem solving. The findings also determined that online training based on a nano-MOOC format becomes a successful alternative for university faculty training, 83.84% of the participants under study improved their level of digital competence. These results show that an efficient customizable training can be achieved in less time and adjusted to the needs and characteristics of the professors. The criteria of various authors in this field are ratified with this research, it is, therefore, relevant to evaluate the level of digital competence of teachers and, based on that, be able to plan a personalized training program.